Analysis of Fund Sourcing: Issues, Management, and Policies
Mary Ann I. Santos, Regina Carmeli Santos, Danica Gail Pinpin, Mary Jane S. Delos Santos
Bulacan State University
ABSTRACT: Without a budget, it is impossible to implement any initiatives or projects. In an
educational institution, there has been a greater focus on ensuring that resources are directed
to the areas where improvements in teaching and learning outcomes can be achieved, to
improve the performance of all learners while also providing more equitable learning
opportunities for different groups. As stated in the PPSH, which outlines and specifies
professional competencies, including fiscal or financial management activities that a school
principal should engage in as part of transformational and situational leadership, The purpose
of this study was to look into the problems that school leaders face when it comes to obtaining
funds, their ability to handle school finances, and the techniques they employ. This study found
out that the main source of funds for schools are their MOOE, SEF, internal and external
stakeholders, LGUs, and NGOs. The funds are allocated based on the DepEd policy (D.O no.
32 s. 2016). School heads need more training and technical assistance in terms of financial
management, COA policies, APP planning, sourcing, budgeting, monitoring, and evaluation.
Keywords: fund source, MOOE, PPSH, SEF, financial management
INTRODUCTION
One of the most significant factors
to consider for institutional development is
funding. Without a budget, it is impossible
to implement any initiatives or projects. To
improve the performance of all learners
while also providing more equitable
learning opportunities for different groups
in an educational institution, there has been
a greater focus on ensuring that resources
are directed to the areas where
improvements in teaching and learning
outcomes can be achieved. As a result,
education funding is directly related to the
quality of education that the learners
received. According to Martin, C., Boser,
U., and Baffour, P. (2018), states that
modified school finance policies to
distribute greater financing to high-poverty
school districts lowered the performance
gap by an average of one-fifth between
1990 and 2011. Furthermore, true
educational fairness will necessitate two
major reforms. The first is that extra
resources, not the same resources, will be
required to address the needs of at-risk
pupils. The other is that accountability
mechanisms should be in place to ensure
that critical factors for student achievement,
such as early childhood programs, excellent
instructors, and a rigorous curriculum, are
available to children regardless of their
socioeconomic situation, location, or race.
Funds for public educational
institutions come from the national budget,
financial aid assistance, local government
shares, special education fund, tuition, and
other school fees, and income from other
sources/private individuals such as NGOs,
whereas funds for private educational
institutions come from the private school's
fund, government assistance, tuition, and
other school fees, income from other
sources, and institutional funds. This source
of funds was established to meet the
requirements of Article XIV Section I of
the 1987 Philippine Constitution, which
states, "The State shall protect and promote
the right of all citizens to quality education
at all levels and shall take appropriate steps
to make such education accessible to all."
Section 5(5) of the same article mandates,
"The State shall assign the highest
budgeting priority to the right of all citizens
to quality education at all levels and shall
take appropriate steps to make such
education accessible to all”. This year,
according to Terese Gutierrez, et al.'s
analysis on the Deped 2021 Budget, The
Office of the Secretary of the Department
of Education accounts for 13.18 percent of
the National Budget. Internally, the budget
2
grew by Php 41.12 billion, or 7.44 percent,
over the previous year's budget. Each
educational institution should have efficient
school finance management plans within
this budget. Spreading the budget provision
and experiencing budget cuts is not an easy
assignment for school finance departments.
The school principal/head of the school has
a large say in how the budget is spent or
allocated. One issue that has been identified
is that school managers are not appointed
based on the training and expertise of the
school heads themselves, causing the
appointed school heads to manage by trial
and error. The school principal will also
rely heavily on the accounting clerk, who is
thought to have more familiarity with
school finances. As a result, due to the
common reality that school heads lack
expertise and experience in planning school
expenses, this would generate problems in
the school's financial management.
Training and skill in school management
were not included in the Philippine
qualifying criterion for school heads, but
the length of service and experience was.
As a result, they have little alternative but
to manage the finances of their various
schools with the help of the financial clerk,
which will cause the school principal to
lose confidence in making financial
management decisions, even though they
are directly involved. It is critical not only
for a school to have a variety of funding
sources but also for the school
administrators to be capable of doing so.
This study seeks to determine the
issues involving the source of funds,
financial management, and the strategies
applied by the selected school heads in
Bulacan so that a strategic plan could be
proposed. The issues encountered and the
financial management capability of the
school heads was discussed in this study.
Statement of the Problem
General Problem: The study aimed
to investigate and make an analysis of the
issues and management methods in fund
sourcing in selected schools in Bulacan so
that a strategy could be proposed.
Specifically, it sought to answer the
following questions:
1. What are the present issues
experienced by the school heads in
managing the fund source in schools?
2. What are the present policies in
managing fund sources in schools?
3. How may the role of the school
head in the school budget be
described?
4. What strategic plan could design to
attain efficient fund sourcing of
selected Educational Institutions in
Bulacan?
Significance of the Study
During the crisis, the school
system needs to enhance its overall quality
of education. This research is made to
provide crucial information and knowledge
regarding the topic management method in
fund sourcing in selected schools in
Bulacan.
School. This study can benefit both private
and public schools by assisting them in
addressing current difficulties faced by
school administrators in managing school
funds. Determine a strategic plan for
obtaining effective fund sourcing for
selected educational institutions in
Bulacan.
Principal. The study's findings can help the
principal design a strategic plan for
securing efficient funding for selected
educational institutions in Bulacan.
Administrator. The findings of the study
will be useful to school administrators in
both private and public schools. These
studies also aim to learn how to handle the
school's budget, which is very important in
these times of pandemics.
Future researchers. The findings of this
study may benefit the other researchers by
giving them initial information on how the
funding and management of finances in
schools are happening so that they can
further improve the results.
Conceptual Framework
The input of the study, this is where
the idea of the research was taken. A review
of related studies and literature helps the
3
researchers to determine the factors that
were undertaken in the study. The process
of how the data were gathered and by using
a survey questionnaire with 10 items of
open-ended questions, 4 school heads from
the selected schools in Bulacan were
voluntarily asked to help in this study. The
output of this study- a proposed strategic
plan for effective fund source management
as taken from the answers of the
respondents with supported related studies
and literature.
Literature Review
Fund Source
According to the Republic Act 3478
since S.Y 1963-1964, the National
government has been granting annual
national aid to general provincial and
municipal high schools indicating that the
major source of funds for public schools
comes from the national budget. Even
though municipal funding for education has
increased significantly, local government
support for education has decreased. In the
Philippines, each province, city, and
municipality has a Special Education Fund
(SEF), which accounts for the majority of
basic education spending. The world bank
group (2016) reported that the funds for
these SEFs come from a 1% levy on
property taxes levied by the local
government. SEF income increased by over
40% in real terms from PHP 17 billion to
PHP 24 billion between 2007 and 2014,
owing in part to rising property values (in
constant 2014 prices). SEF spending, on the
other hand, fell from PHP 15 billion to PHP
12 billion within the same period. Since
2007, there has been a surplus of unspent
SEF money totaling over 64 billion. While
the reasons for this under-spending are
likely to differ between local governments,
earlier studies have pointed to problems
with cash management and poor budgeting.
Providing the necessary school
resources for enhancing the quality, equity,
and excellence of education delivery can
help to attain an excellent education. As a
result, appropriate finances must be
provided in secondary schools for physical
infrastructure, curriculum, and human
resource availability, all to improve the
quality of education based on standard
standards. (Osaki, 2000; OECD, 2012; Bua
& Adzongo, 2014; Komba, 2017; Mosha,
2018).
Schools may engage in additional
school-based income-generating projects;
however, school heads must have the
authority and ability to earn cash from nonbudgetary sources rather than relying solely
on government and student fees for school
development (Amos & Koda, 2018).
Chonjo and Paul (2018) pointed out that
schools can supplement their income from
other sources by soliciting donations from
educationally engaged groups, such as
parents, and communities through
fundraising activities.
Financial Management
In the school settings, the School
heads' financial management can be
described when they have a basic
understanding of the basic processes
involved in managing the school's account,
the budgeting process, and the mechanisms
and controls required to guarantee that the
school's finances are not misused (Clarke,
2008). Generally, the level of financial
management of school leaders can be
determined based on their official
education, on-the-job training, and
experiences. Their personal or particular
features are sometimes taken into account.
The success or failure of any
educational institution in terms of
providing high-quality education is mainly
dependent on excellent financial resource
management that leads to long-term
development (Munge, Kimani & Ngugi,
2016; Usman, 2016; OECD 2017; Bilkisu,
2018).
To enable school heads to carry out
their obligations and responsibilities
professionally and competently, as outlined
in DepEd Order No. 32, s 2016. They will
require
the
appropriate
education,
experience, training, skills, and ethical
traits by 2010, or the National Adoption and
4
Implementation
of
the
National
Competency-Based Standards for School
Heads or NCBSSH (domain 6, strand 6).
Still stipulated in the policy that the
following: a) preparation of financial
management plans; b) generation and
mobilization of financial resources under
DepEd policies, accounting and auditing
rules and regulations; c) organization of
procurement committee; d) adherence to
official procurement processes; e)
maintenance and replacement of school
assets and disposition of non-reusable
properties; and f) preparation of financial
management reports establishes and
specifies a school head's professional
qualifications, including the fiscal or
financial management actions that should
be undertaken as part of transformational
and situational leadership.
The
Financial
Management
Operation Manual (FMOM) will be used
for all financial transactions at all levels
including central, regional, division, and
school. This indicates that the Department
of Education values the continued
professional development of its financial
management professionals as agents of
change and reform. The aforementioned
organization is sincerely interested in
improving the financial management
methods of school administrators in some
specific areas as stated in DepEd Order
number 60 series 2016 by Espiritu (2020).
The Commission on Audit (COA)
Personnel (government cluster) assigned to
one Schools Division Office (SDO) in
Region III, their office has demonstrated
that there is a real need to review and
improve school financial management, as
well as evaluate the performance of school
financial managers. Furthermore, the local
and national governments have been
supplying every school in our country with
fundamental
financial
requirements.
Maintenance and Other Operating
Expenses (MOOE) funding are allocated by
the Department of Education for basic
needs such as electricity, water, internet,
training expenses, office/school supplies,
graduation rites, janitorial, minor facility
repairs, and other operational expenses
(DepEd Order No.8, s. 2019). Other sources
of school funding include the Special
Education Fund (SEF), School-Based
Feeding Program (SBFP) funds, authorized
contributions from Parents Teachers
Associations (PTAs), canteen funds, and
other monetary donations or contributions
from various external stakeholders such as
Alumni Associations, Local Government
Units (LGUs), and Non-Governmental
Organizations (NGOs).
School leaders should be capable of
preparing and executing school budgets to
integrate school improvement objectives
and budgets (School finance handbook,
2016). Above all, school leaders should be
able to prepare budgets. Such abilities aid
in the development of school leaders'
procurement capabilities, such as procuring
products and services using financial
concepts and norms.
Policies
As established in Letter E,
paragraph 7, Chapter 1 of Republic Act
9155, the Philippines' overarching policy in
this regard is to empower school heads to
manage the school's personnel, fiscal (or
financial), and material resources. The
"Governance of Basic Education Act of
2001," as it is often known, emphasizes that
school leaders are granted authority,
accountability, and most importantly,
responsibility for fiscal or financial
resources. This directive also emphasizes
the importance of managing such resources
following national educational goals, plans,
and standards.
DepEd Order No. 13, s. 2016,
Implementing Guidelines On The Direct
Release And Use Of Maintenance And
Other Operating Expenses (MOOE)
Allocations Of Schools, Including Other
Funds Managed By Schools section 14
indicates that MOOE used to fund activities
as identified in the approved School
Improvement
Plan
(SIP)
for
implementation in the current year and as
5
specifically determined in the Annual
Implementation Plan (AIP) of the school.
To address financial management
issues in secondary schools, Kaguri, Njati,
and Thiane (2014) stated that better policies
for tracking school financial resources are
needed to ensure proper, adequate, and
accountable use of limited educational
resources. During monitoring, assessment,
and auditing, school leaders, in their
capacity as internal financial managers,
should
ensure
accountability
and
transparency in the use of school funds, as
well as the preparation of financial-based
reports for corrective action (OECD, 2017).
METHODOLOGY
Types of Research
The qualitative research method will be
used in this study. This study utilized a
descriptive research design that was suited
for the study to gather relevant information
regarding the current state of affairs, issues,
and concerns about financial management
and source of funding in educational
institutions. The survey approach was
utilized in the research study, which is one
of
several
sorts
of
descriptive
methodologies. Participants completed
questionnaires written in Google forms to
answer questions in the survey technique.
The questions are open-ended, allowing
respondents to freely and openly share their
thoughts on issues about fund sourcing,
management, and strategies or policies they
used in their respective schools.
Research Instrument
This study uses an open-ended
survey questionnaire for the reason that
according to Kumar (2015), an open-ended
questionnaire is written in such a way that
the possible responses are not revealed.
According to White (2003), participants in
open-ended questionnaires can respond
with whatever information relevant to the
inquiry. Open-ended questionnaires are
often used for issues that require more indepth investigation and debate than may be
answered in a few basic categories. Martin
and Olive (2004), positioned that openended questions allow participants to
provide any relevant response. An open
question allows participants to answer in a
variety of ways to a single inquiry. Babbie
(2007) pointed out that open-ended
questions are those in which the participant
is asked to express his or her views,
opinions, and perspectives. In-depth,
qualitative interviews almost always
include open-ended questions. Open-ended
questionnaires were used in this study
because they allow individuals to elaborate
on their answers. The survey questionnaire
was adapted from research by T.E.
Mpolokeng.
(2011)
"Financial
Management Efficacy in Schools in the
Lejweleputswa Education District." This
method allows for the extraction of detailed
information from a carefully selected
sample.
Participants
The target respondents were the
School Heads purposively selected by the
researchers in Bulacan. The School Heads
selected were the people who's managing
the fund source in each specific school. The
respondents were selected because they
have enough knowledge to answer the
questions in the study and will be a great
help in generating an accurate and credible
result.
Sampling Technique
The participants in this study were
chosen using a purposive selection
approach. Purposive sampling is a nonprobability strategy used by Etikan, Musa,
and Alkasim (2016) to select a sample of
people based on the study's goal. When the
researchers have limited resources and
time, this sampling strategy can be
effective. Due to the nature of the research
design and aims and objectives, the
purposive sampling approach may prove to
be useful when just a small number of
persons can serve as primary data sources.
Data Collection Procedure
Data was collected online using a
Google
Forms
questionnaire.
The
researchers devised a set of ten questions
6
for the four (4) school principals to respond
to. The focus of the inquiries is on fund
sourcing. Principals were questioned on
good fund sources, challenges, budgeting,
and policies.
Data Analysis
This study uses the principles of
Henning (2007), Huberman and Miles
(1994), and Silverman (1997) in analyzing
the data presented in this paper. First, the
analysis begins with reading all of the data
and then breaking it down into smaller,
more relevant chunks. Next, comparisons
are used by the researcher to construct and
refine categories, define conceptual
similarities, and uncover patterns. The
information during this study has first been
reduced to manageable patterns, after
which certain themes and patterns are
identified and reported on. Qualitative
analysis is a method for examining social
research data without converting them to a
numerical format. The data was also
analyzed by comparing it to the past studies
undergone by other researchers, literature
review, and journal articles available.
RESULTS AND DISCUSSION
Questionnaires were given to ten (4)
selected school heads in Bulacan. The
consent form was given and signed by the
respondents to indicate their willingness to
participate and the anonymity and
confidentiality of their responses to the
study.
Afterward,
the
respondents
accomplished
the
online
survey
questionnaires by answering the given
questions. A total of 10 respondents
answered the questionnaires from the
period of February 25 to March 20, 2022.
The results were presented based on the
sequence and order of the questions raised:
Table 1: Age distribution of the
Respondents
AGE Frequency
58
1
51
1
49
1
44
1
It shows in table 1 that school heads
respondents are between 44-58 years old.
Table 2: Years as School Head/Principal
of the Respondents
Years as School Head
Frequency
13
1
10
1
7
1
5
1
Table 2 presents the years of experience as
school heads of the respondents in this
study.
1. What are the present issues
experienced by the school heads in
managing the fund source in schools?
(item no. 1,6)
Two of the respondents answered that
one of the issues that most school heads
experienced is that source of funds
other than the national budget (MOOE)
is not available due to pandemics and
soliciting support in the form of cash
and
materials
from
others
(stakeholders) is not possible. In the
study by Chonjo and Paul (2018)
soliciting from parents and other private
individuals can be another way of
source funding. One respondent
claimed that there is a delay of MOOE
grants and insufficient funds for
programs. If MOOE is not yet available
RA 3478 indicated that each province,
city, and municipality has Special
Education Fund (SEF) that is available
for education spending, thus school
heads must revisit the local government
fund and should not just rely on the
MOOE itself nor the donations coming
from the stakeholders.
2. What are the present policies in
managing fund sources in schools?
(item no. 2,3,9)
All of the respondents answered
that the school budget must adhere to
the Annual Implementation Plan (AIP)
and Annual Procurement Plan (APP) as
this is stipulated in D.O no. 13, series
2016. This should be properly budgeted
and liquidated. One of the respondents
7
answered that there should be proper
planning,
sourcing,
budgeting,
monitoring, and evaluating that is
supported in the study of Kaguri, Njati,
and Thiane (2014) that school heads as
internal financial managers are
accountable and should be transparent
in managing school finances during
monitoring, assessment, and auditing.
The allotted budget was easy to manage
such as SEF and MOOE since these
have SIP/AIP. There was regularly
liquidated and checked by the
accounting office in the division.
3. How may the role of the school head
in school budgeting be described?
Respondents described that school
budget is (a) collaborative effort of the
school financial team and school
planning team with school head as the
chairperson and responsible. This
answer from one of the respondents
shows that the role of a school head is
not clear in terms of managing the
finance of the school because RA 9155
clearly stated that it empowers school
heads to manage the school's personnel,
fiscal (or financial), and material
resources. (b) BAC team is the
accountable officer, this answer was
opposed by the policy given in
"Governance of Basic Education Act of
2001” which emphasizes that school
leaders
are
granted
authority,
accountability, and most importantly,
responsibility for fiscal or financial
resources. and (c) school heads and
internal stakeholders such as teachers
and parents and select barangay
officials are included in drawing up the
school budget which supporter by the
policy D.O. no. 60 s. 2016 that
authorized funds such as monetary
donations and contributions from
various
internal
and
external
stakeholders are allowed.
4. What strategic plan could design to
attain efficient fund sourcing of
selected Educational Institutions in
Bulacan? (item no. 4,5,7,8)
All of the respondents suggested
that there should be an upskilling and
reskilling of School heads by
conducting training spearheaded by the
division office or even using their
resources which is part of the D.O. no.
32 s. 2016, NCBSSH domain 6, strand
6, and Espiritu (2020) says that there is
a need to review and improve school
financial management, as well as
evaluate the performance of school
financial manager. The training should
focus on school financial management
and Commission on Audit policies for
procurement and budgeting of school
finances which is part of the FMOM
given to school heads.
Another respondent said that by
collaborating and building connections
to the stakeholders on planning the
priorities of the schools in benefits of
the students. There should also have
monthly reporting by the bookkeeper in
the case of the MOOE, PS, and trust
fund and by concerned treasurers for
other fund sources. Reports are must
posted and updated.
One of the respondents suggested
also a composition of the BAC team, as
the accountable officer, needs of the
school must be presented well so that
fund allocation would be properly
utilized.
Discussion
The most common problems
encountered by school heads as
reflected on their answers in terms of
source of funds are (1) internal and
external stakeholders as an additional
source of funds are not available due to
effects of pandemics, (2) there is a delay
of MOOE funds, and (3) no other funds
available to allocate in the projects. All
the respondents answered that there is
an existing policy that directs the school
head in managing the school finances.
Starting with knowing the priority
needs of the school as indicated in the
SIP/AIP to determine the allocation of
funds, thus MOOE and SEF are easy to
8
manage because it is based on these
mentioned plans. School heads are
empowered as the authority and have
accountability and responsibility to
financial resources as Kaguri, Njati, and
Thiane (2014) discussed but as
reflected in their answers some school
heads still depend on the BAC team and
accounting officers. All of the
respondents answered that there is a
need for professional training on the
following: (a) DepEd orders related to
financial management, (b) commission
on audit policies, (c) utilization of
budget financial responsibilities, (d)
composition of BAC and (e) planning,
sourcing, budgeting, monitoring and
evaluation of APP in the new context of
current trends. This indicates that
school heads are not knowledgeable in
terms of financial management as the
results of the study of Espiritu (2020)
thus there is still a need for training and
technical assistance.
CONCLUSION
This study found out that the main
source of funds for schools are their
MOOE, SEF, internal and external
stakeholders, LGUs, and NGOs. The
funds are allocated based on the DepEd
policy (D.O no. 32 s. 2016). School
heads need more training and technical
assistance in terms of financial
management, COA policies, APP
planning,
sourcing,
budgeting,
monitoring, and evaluation.
Recommendation
School heads should strengthen and
further
involve
the
external
stakeholders in planning, allocating,
and budgeting funds so that a creative,
innovative, and strategic generation of
funds could be created to sustains
schools' operations and programs. They
should acquaint themselves with their
responsibility as financial managers and
review the mechanisms, procedures,
and standards as a mandate by legal
policies. A reskilling and upskilling of
school heads must be conducted
purposely to improve school heads'
knowledge, skills, and capabilities in
managing school finances and other
resources, as well as equipping them
with relevant principles and standards
that will enable them to perform their
duties ethically, judiciously, and
proficiently.
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Technology (IJERT) Volume 08,
Issue 07 (July 2019), DOI:
http://dx.doi.org/10.17577/IJERT
V8IS070144
Racelis, R., Abrigo, MR., and Salas,
JMI., (2012) Implications of Philippine
Trends in
Education Financing and Projected
Change in School-age Population on
Education
Expenditures by Income Group:
Using National Transfer Accounts (NTA)
Results.
Discussion Paper Series No. 201234
World Bank Group (2016). Assessing the
Role Played by Local Government in
Supporting
Basic Education in the Philippines.
No.7 www.worldbank.org.ph
APPENDICES
I.
Research Questions
and Answers from the
respondents
1. What are the current
issues/challenges/problem you
encountered in terms of fund sourcing
at your school?
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Respondent 1: Additional fund sources
like PTA and school canteen operation
are not available due to pandemic.
Respondent 2: Delayed granting cash
advances of MOOE
Respondent 3: Insufficient funds to
allocate various programs and
projects in the school
Respondent 4: Due to the pandemic
donations from stakeholders were
limited. The budget to implement PTA
projects was also not enough to
accomplish the plan.
2. What do you think constitutes sound
financial management?
Respondent 1: When the school Annual
Implementation Plan and Annual
Procurement Plan are properly
executed and implemented.
Respondent 2: Managing the budget
properly
Respondent 3: Proper planning and
fund budgeting
Respondent 4: Planning, sourcing,
budgeting, monitoring, and evaluating.
3. Comment on your capacity to
manage your school's financial
responsibilities?
Respondent 1: It is safe to assume that
our school's priority needs are
properly budgeted and the funds are
effectively used and liquidated.
Respondent 2: Proper delegation, good
decision-making, and monitoring lead
to quality financial management.
Respondent 3: Prioritization is the key.
I make it a point to prioritize the needs
of the school and allocate funds for it.
Respondent 4: The allotted budget was
easy to manage such as SEF and
MOOE since these have SIP/AIP.
There was regularly liquidated and
checked by the accounting office in the
division.
4. Who, in your opinion, should be in
charge of preparing principals for their
new financial responsibilities?
Respondent 1: The higher-ups in the
department including the school's
division office should be responsible
for the training of school heads.
Respondent 2: School Governance
Division- Accounting Dept.
Respondent 3: The accounting and
budget section and the office of the
school's division superintendent and of
course the COA.
Respondent 4: Both the Deped and the
person himself, Division office
implemented training to upskill and
reskill personnel. The school head
must also attend training for personal
advancement using his resources.
5. What do you think should be
included in financial school
management training for principals?
Respondent 1: Aside from the DepEd
orders related to financial
management, school heads must also
be familiar with Commission on Audit
policies essential to the school heads'
job as financial managers. This
includes rules on procurement.
Respondent 2: Transparency and
accountability
Respondent 3: Proper utilization of
budget financial responsibilities and
accountabilities of an accountable
officer, the composition of BAC,
procurement activities.
Respondent 4: Planning, sourcing,
budgeting, monitoring, and evaluation
of PPAs in the new context of current
trends.
6. Who is ultimately responsible for
preparing the school budget, and what
is your role in the budget preparation?
Respondent 1: The school budget must
be a collaborative effort of the school
finance team and the school planning
team with the school head as the chair
so that a comprehensive school budget
will be achieved.
Respondent 2: The school head is
responsible and the role is budgeting.
Respondent 3: BAC team, as the
accountable officer, the needs of the
school must be presented well so that
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fund allocation would be properly
utilized.
Respondent 4: The school heads and
the internal stakeholders such as the
teachers, parents, and select Brgy.
officials- the school's ecosystem.
7. How would you describe the
budgeting process at your school?
Respondent 1: A collaborative effort of
the stakeholders starting with the
planning and focusing on the priority
needs of the school most especially the
needs of the students.
Respondent 2: (1) Preparing the
monthly cash advance/allotment based
on the one-year MOOE allocation. (2)
execution of monthly budget, (3)
liquidation budget.
Respondent 3: Very systematic, it
involves a series of meetings and
planning.
Respondent 4: Well plan and executed
following the flow of the procedures.
8. How do you keep track of your
school's budget? Explain.
Respondent 1: Monthly reporting by
the bookkeeper in the case of the
MOOE, PS, and trust fund and by
concerned treasurers for other fund
sources. Reports are also posted and
updated.
Respondent 2: Using an electronic
spreadsheet like excel to check the
accuracy of actual expenses and
compare with an allotted monthly cash
advance.
Respondent 3: Through the Schools
work financial plan, MOOE
liquidation, Annual Implementation
Plan (AIP), and Monthly Cash
Disbursement.
Respondent 4: With the help of an
administrative officer in the school,
School Heads has assisted in the
liquidation as well as monitoring of the
school budget.
9. What are your thoughts on sticking
to your budget? Any budgeted things
that present concerns in this regard
may be mentioned.
Respondent 1: Setting priorities,
following the AIP and the APP,
soliciting support in the form of cash
or materials among others can help a
school in keeping to the budget and yet
succeed in providing the learners and
their teachers with what is necessary
to achieve a quality education.
Respondent 2: Budget control ensures
that the allotted funds are properly
utilized according to the standard
Deped procurement process.
Respondent 3: Keeping up with the
school's budget, especially during the
pandemic is very challenging. But with
proper planning and budgeting and
connections with stakeholders, fund
utilization can be implemented
effectively and successfully.
Respondent 4: Although there were
adjustments in the budget due to
unseen circumstances such as
pandemics, issuances served as guides
to do so.
10. What safeguards do you have in
place to guarantee that your school's
finances are handled with
transparency, accountability, and
responsibility?
Respondent 1: School personnel
assigned in finances are sent to
seminars and conferences to equip
themselves with knowledge and skills
in performing their duties effectively.
Accomplishment and financial reports
are also required to be submitted and
a copy is posted on the transparency
board regularly to ensure that all
interested persons or parties have
access to how the school funds are
utilized.
Respondent 2: Strictly and diligently
following the procurement process
considering the legal bases.
Respondent 3: All liquidation reports
are posted on the school's
transparency board and all donations
are acknowledged through the school
FB page. We also conducted
stakeholders' recognition and cert of
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appreciation were given to all
stakeholders.
Respondent 4: Monthly expenses were
posted on the transparency board for
stakeholders' perusal. This was also
reported during planning and
monitoring of the school's PPAs and in
the crafting of SIP/AI.